關於 public sector example ，我們在網路上蒐集到這些相關的討論、資訊與評價

🐘 If it’s the ONE THING you do today, make a pledge to NEVER ride an elephant or buy ivory again. Please. 🙏🏻

Speaking at the Counter Wildlife Trafficking Partnership Forum this morning on what one person can really do in terms of inspiring change, maximizing reach, mobilizing support, and sustaining movements in order to tackle wildlife trafficking and preserve our environment.

Extremely honoured to share the panel with Venerable Maha Sompong Talaputto, Buddhist Dharma Teacher, Justice Michael Wilson from the Hawaii Supreme Court, Le Thi Thu Thuy from the Vietnam chamber of commerce and industry, and John Roberts, Conservation Director of Minor Hotel Group.

✨ Main takeaways ✨
- influencers, celebrities and content creators have power to influence and inspire change through their platforms and personal choices by making responsible choices and leading by example.
- religious leaders can be powerful influencers to dispel myths that wild animal parts have magical or spiritual powers.
- businesses and tourism sector can do more to promote sustainable activities and environmentally friendly holidays for the public in order to raise awareness and promote conservation efforts.
- the rule of law is still a powerful vehicular for change and should be used more effectively in order to bring about climate justice and action.
- real and decisive action needs a collaborative effort from all sectors, private, public and government.
*Don’t limit yourself to a label or put yourself in a box before you take action. Everyone has the power to make a difference.

USAID - US Agency for International Development ASEAN WWF United Nations Development Programme - UNDP
#counterwildlifetrafficking #wildlifetrafficking #elephantconservation #beautifulwithoutivory

A service upgrade #AIPublicServiceChatbot

For public services, it is very important to understand users’ needs and provide real-time services.

Users of SysTalk.Chat can simply make textual or verbal inquiries, and get responses quickly. Take the transport sector for example, it can handle a range of queries such as ticket booking, schedules, discounts, boarding guidance, lost & found, and more. With features of both “smart customer service” and “human agent”, it's truly customer care services.

SysTalk.Chat can also be used in many public services such as libraries, museums and stadiums, making customer service near at hand.

#AI #Chatbot #SysTalk #AICustomerService
#昕力資訊 #TPIsoftware

（支聯會2020年8月19日聲明 Statement by Hong Kong Alliance, 19 August 2020 ）

強烈譴責教育局篡改歷史
抹掉軍隊「六四」屠殺真相

報載有關通識科教科書經「自願送審計劃」送交教育局審查後，出版商涉嫌配合當局的所謂「優化意見」政策，刻意「河蟹」起來，淡化、粉飾、扭曲，以至刪去「現代中國」單元中多個被視為敏感議題的教學資料，其中涉及「維權運動」和「六四事件」。

以齡記出版的《高中新世紀通識：現代中國》為例，原版列出「維權運動」的原因時，提及當局「認為維權運動造成社會動盪，因此我們大多以打壓的方式處理，例如拘禁維權人士、封鎖網上相關言論等…」，修訂後改為「維權運動可能造成社會動盪，民眾應以理性的方式和我們反映問題及表達不滿，例如通過國家信訪局網站作出申訴…」。 可是事實上，上訪者多遭遇截訪、關押甚至酷刑，受屈者即使循司法程序尋求公義，亦經常遭到有關當局的滋擾和逼迫，造成更大和更多的冤案，如此的修訂資料無疑是文過飾非，為當局的惡行塗脂抹粉。

該書在修訂「六四事件」資料時的手法同樣拙劣不堪。 原版提及觸發事件的「貪污問題」和「官倒現象」等起因，以及過程中的「軍隊清場」和「武力鎮壓」等解說如今完全被刪除，甚至「六四事件」字眼也被抹掉，修改為「造成民眾普遍不滿，更削弱政府管治效能，威脅中國社會穩定」云云，閃爍其詞，簡直完全抹煞事件始末的客觀和準確陳述。這樣的修訂手法不僅是偏向性混淆事實，更有意掩飾，不惜篡改真相，將血跡斑斑的「六四」屠殺慘劇，避重就輕的寫成維穩篇章，其政治意圖昭然若揭，卻是有違教育專業原則。

須知歷史教學是認識和探究的學習過程，有關教學材料的整理、編製和鋪陳須持平公正，盡量展示和引述正反兩方面資料，從而引導學生以多角度討論、思考和判斷。 歷史教學並不是政治宣傳，而歷史教材因此絕對不是以「政治正確」掛帥，經修改以凸顯黨國政策和正面形象。 極權國家慣常以操控的教育手段「修改」歷史，從而「捏塑」人民的歷史記憶，「箝制」人民的思想，以配合其管治策略。 香港人，特別是香港教育界，必須有所警覺。

為此，支聯會抗議教育局的審核教科書機制淪為政治審查工具，並強烈譴責掩飾真相的歷史教材修訂。 歷史絕對不容當權者肆意抹煞，支聯會當前運作的「六四紀念館」，以及籌建中的網上「六四記憶。人權博物館」，正是要好好保存有關的寶貴和真確歷史資料，讓史實和記憶傳承下去。

(Statement by Hong Kong Alliance, 19 August 2020)

Hong Kong Alliance strongly condemns the Education Bureau for distorting history

Stop erasing the truth of the Tiananmen Massacre

Media have reported that after Liberal Studies textbooks were sent to the Education Bureau for review through a ‘voluntary submission scheme’, publishers have cooperated with the so-called ‘optimization comments’ policy, downplaying, whitewashing, distorting, and even deleting many teaching materials deemed ‘sensitive’ in the Modern China unit, including the ‘human rights movement’ and ‘June 4 incident’.

For example, take ‘High School New Century Liberal Studies: Modern China’ published by Ling Kee. The original version says the authorities ‘believe the human rights movement has caused social unrest, so they mostly deal with it in repressive ways such as detaining human rights defenders, blocking relevant online comments, etc’. This was revised to ‘[the] human rights movement might cause social unrest. [The] public should report problems and express dissatisfaction with [the authorities] in a rational manner, for example, by making a complaint through the website of the National Public Complaints and Proposals Administration…’ However in reality, petitioners are often intercepted, imprisoned and even tortured. Even if the aggrieved seek justice through judicial procedures, they are often harassed and persecuted by the relevant authorities, resulting in more injustice. Such revised information is undoubtedly a whitewash to cover up the authorities' evil deeds.

Revisions of information pertaining to the ‘June 4th incident’ in the book are also problematic. While the original version gave ‘corruption’ and ‘official profiteering’ as triggers of mass protests in 1989 and made reference to ‘clearance by the army’ and ‘suppression by force’, this has all been deleted in the revision. Even the words ‘June 4th incident’ have been erased. Instead, the proests are described as having ‘caused public dissatisfaction, weakened governance effectiveness, and threatened the stability of Chinese society’, which is evasive and completely obliterates the objective and accurate account of the incident. Such revisions are not only biased, obscuring the facts, but they even try to conceal and distort the truth. The blood-stained tragedy of Tiananmen Massacre becomes a chapter on stability maintenance. The political intentions are obvious. They violate the principles of education.

It is important to note that history teaching is a learning process of recognition and inquiry. The collation, compilation and presentation of teaching materials should be balanced and fair, presenting and citing both pros and cons, so as to guide students to discuss, think and judge for themselves from multiple perspectives. History teaching is not political propaganda. History textbooks should therefore definitely not be modified to highlight party-state policy and improve its image. Totalitarian countries often use control over education as a means to ‘modify’ history, thereby molding people's historical memory and suppressing people's thinking in conformity with their governance strategy. Hong Kong people, especially the Hong Kong education sector, must be vigilant.

Therefore, Hong Kong Alliance protests that the Education Bureau’s textbook review mechanism has become a tool for political vetting, and strongly condemns revisions of history textbooks that conceal the truth. History must not be arbitrarily erased by those in power. The goals of the currently operating June 4 Museum and Online Tiananmen Massacre Memorial Museum under development by Hong Kong Alliance are precisely to preserve the relevant precious and true historical materials so that historical facts and memories can be preserved and passed on.

#教育局 #政治審查 #歷史 #六四真相 #六四屠殺 #通識科 #篡改歷史 #六四紀念館 #六四記憶人權博物館